What?
Chapter 10 is all about Social Cognitivism. Social cognitive theorists define learning as an internal process that may or may not lead to a beahvior change. People learn by observing others and in process, begin to assume control over their own behavior. Like the cognitive theory, social cognitivism recongizes that there are things going on in the brain when learning. And just like the behavioral theory, behavior is sometimes exhibited through learning. As a visual metaphor we can think of a video camera recording all the things that are going on around us. However, it may not play back everything that it saw:0 The Bobo Doll Experiment was conducted by having children watch adults interact with the dolls. In the first case, the adults were quite violent with the doll hitting it with a hammer, kicking it, and throwing it across the room. The kids were then put in a room with toys and a doll. Those children then reacted similarly to the adults towards the dolls and even in some cases took it further by shooting the dolls with toy guns and throwing things at the dolls. In case two, the adults acted kindly towards the doll. The children watching this sceranrio were then also kind to the dolls and didn't harm them much.
Social cognitivists have found that there is some Reciprocal Causation between the enviormental factors (reinforcers, punishers), the students motivating beliefs, perceptions, values, etc, and their behavior. It's a back and forth kind of motion that occurs between these things. So as teachers, we need to both recognize our students' beliefs and also set up an encouraging environment in order to get a desired behavior out of our students.
The Power of Expectations plays a role in achieving those desired behaviors. As students watch a behavior exhibited followed by a consequence, they in return will have expectations that the given consequence will always be given for that behavior and predict that it will happen for them as well. If teachers don't always follow through they will be less likely to produce that behavior because there is no consequence. (They get away with it)
Modeling is demonstrating a behavior for another or observing and imitating another's behavior.
Chapter 10 is all about Social Cognitivism. Social cognitive theorists define learning as an internal process that may or may not lead to a beahvior change. People learn by observing others and in process, begin to assume control over their own behavior. Like the cognitive theory, social cognitivism recongizes that there are things going on in the brain when learning. And just like the behavioral theory, behavior is sometimes exhibited through learning. As a visual metaphor we can think of a video camera recording all the things that are going on around us. However, it may not play back everything that it saw:0 The Bobo Doll Experiment was conducted by having children watch adults interact with the dolls. In the first case, the adults were quite violent with the doll hitting it with a hammer, kicking it, and throwing it across the room. The kids were then put in a room with toys and a doll. Those children then reacted similarly to the adults towards the dolls and even in some cases took it further by shooting the dolls with toy guns and throwing things at the dolls. In case two, the adults acted kindly towards the doll. The children watching this sceranrio were then also kind to the dolls and didn't harm them much.
Social cognitivists have found that there is some Reciprocal Causation between the enviormental factors (reinforcers, punishers), the students motivating beliefs, perceptions, values, etc, and their behavior. It's a back and forth kind of motion that occurs between these things. So as teachers, we need to both recognize our students' beliefs and also set up an encouraging environment in order to get a desired behavior out of our students.
The Power of Expectations plays a role in achieving those desired behaviors. As students watch a behavior exhibited followed by a consequence, they in return will have expectations that the given consequence will always be given for that behavior and predict that it will happen for them as well. If teachers don't always follow through they will be less likely to produce that behavior because there is no consequence. (They get away with it)
Modeling is demonstrating a behavior for another or observing and imitating another's behavior.
The four steps to the ARMM Model are
Attention - Learner must pay attention to model
Retention - Learner must remember what model does
Motor Reproduction - Learner must be physically capable of reproducing the model behavior Motivation - Learner must be motivated to demonstrate the modeled behavior.
All of the steps must be included in order for modeling to be effective.
Attention - Learner must pay attention to model
Retention - Learner must remember what model does
Motor Reproduction - Learner must be physically capable of reproducing the model behavior Motivation - Learner must be motivated to demonstrate the modeled behavior.
All of the steps must be included in order for modeling to be effective.
Vicarious Learning is when students are actually exhibitting a certain behavior because they've observed another doing the same behavior and being reinforced or punished for it. Response Disinhibition is when the behavior is perceived as bad however, thy saw someone do it and get away with it so they try it. Erickson makes a point that as teachers in jr and high school classrooms, we need to be careful not to point the same student out every time, we don't want to create an uncomfortable environment for that student.
Self-Regulation is self-choosen behavior that leads to the the fulfillment of personally chosen standards and goals. The process of self-reuglation is 1)Goal Setting- students must set these goals for themselves, 2)Planning- how to achieve these goals, 3)Self-motivated Learning- using strategies to accomplish goals, 4)Self-monitoring- making sure they're on the path. It's a before, during, and after process that makes it most effective. As teachers we should encourage personal responsibility and teach this process explicitly to our students.
Self-efficacy is believing in yourself to be able to do something. Self-efficacy is task oriented where slef-concept and self-esteem are a more broad idea. Having self-efficacy in something is breaking it down to the things that you can actually do. Students' self-efficacy plays a huge role in their learning process. Studies show that students feel more confident about their abilities when working in groups.
As a teacher this chapter is very important for collaborating different teaching techniques and more practical for the things we will actually see in a classroom. We can actually teach our students the steps to becoming self-regulated and help them have high self-efficacy for our content areas. This section shows the power of example and how our students are affected by the things that we do. Also we need to have high self-efficacy in our content area as were teaching and feel comfortable and confident with the material and ourselves in front of people in order for our students to take us seriously.
Now what?
I'm feeling a little overwhelmed in that it seems our students will be watching our every move and if we do something wrong we'll blow it. But really I think it comes down to our attitude and content knowledge in the classroom. I need to be confident with my material and treat each student with respect. I still need work in my content area pulling it all together so that I can give students the "big picture" without confusing them.
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